Ashley Harsh
Upper School Science Associate
In early February, 29 eighth graders, along with chaperones Chris Corrigan, Aaron Brill, and Ashley Harsh, embarked on a 10-day journey to Puerto Rico. For some, this marked their first opportunity to travel outside of the continental United States. For others, it marked the first journey without family. As the students gathered in the San Francisco Airport, many expressed a nervous excitement about the upcoming adventures they were sure to experience. After a long day of travel, the group arrived in San Juan, Puerto Rico and was greeted by two Global Works leaders, Dan Hammond and Emily Dark, who would soon become integral members of the team.
Students spent the first four days in a rainforest setting near Patillas. To say that the first two days were a success would be a severe understatement, as students blew leaders away not only with the amount of physical work they accomplished so willingly, but also with the significant connections several made with local community members. Students worked alongside families as they laid bricks for walls, cleared roofs, and mixed several tons of concrete with shovels to begin forming foundations for homes in the surrounding areas. Gabe, Tristan, Maya, and Bianca fluently communicated with families, encouraging other students to use their Spanish skills to make connections with the people of the community.
Students spent their evenings here on a sustainable rainforest property, constructed by working scientists, 3T Vakil, Norman Greenhawk, and Andrés Rua. (3T’s name is spelled “Threitei” but pronounced three-tee. So she finds it easier just to go by 3T.) Accompanied by the sound of coqui frogs in the evenings, students learned about these incredible individuals who have dedicated their lives to determining the human impact on the rainforest environment. They are developing a garden that uses solid and liquid waste as the nutrients for thriving crops, producing artwork using the native plants of the area, and constructing their own living quarters─not to mention accommodating 29 hungry students. It was an amazing way to bring to life the lessons about ecology and watershed management that is so prevalent in both the science and outdoor education curricula.
The next stop on the trip was Vieques, a small island off the coast of Puerto Rico. Here, students were enthralled by the riveting, and surprising, military history of the island, and they encountered both native and non-native Viequens who shared varying opinions about Puerto Rico’s political state. The group met with Roberto Rabin, the director of the Institute of Puerto Rican Culture and a community activist who played a pivotal role in the local movement to stop the Navy from using this beautiful island for target practice. The students heard firsthand accounts of the Viequens’ struggle for self-determination. As Roberto spoke, history and politics stepped off of the pages of a text or newspaper and suddenly had a real face.
Students also encountered some of their most challenging work here, as they painted the local high school. James Pritchett completed an incredible design for the school’s basketball court, giving both students from the high school and SFDS students the opportunity to paint together and make connections. In many instances, students were able to overcome language barriers and bond with each other as they all worked toward a common goal. The day ended with an indescribable ecological tour of the island’s bioluminescent bay (bio bay), led by a native Puerto Rican educator and director of the Vieques Conservation and Historical Trust, Mark Martin. As Mark covered topics from ecosystems to astronomy, students boarded a small boat and slowly coasted into the bay. They soon experienced the distinct glow of billions of the bay’s microorganisms that produce light when they are mechanically stimulated. When given the opportunity, the students leapt into the bay, mesmerized by this incredible “Avatar-like” experience.
The visit to Vieques ended with Mark at the Trust for a day of beach and ocean cleanup, giving the students yet another opportunity to learn about the diverse ecosystems of the area. Students walked and cleared trash along the beach. They also went out into the water, snorkeling and diving to clean up debris from under the local pier, and they cleaned signs in Spanish that remind visitors of the eco-system fragility. A high point of the day was when some of our students worked with Mark to capture samples of fish living along the pier for study by the Trust’s scientific team to monitor the health of the water.
Luquillo was the final destination for the SFDS students. From here, students traveled to San Juan where they were able to visit the old fort and learn about the city’s history. In addition, students began to reflect on their experiences while in Puerto Rico. Some shared about their amazement at the community they witnessed from the people here. “The families are all so close and caring, and made me think about how I’d like to be more like that with my own family.” “It was cool working with the people and then all sitting down to a meal they after work and just spending time with each other.”
Others were struck by their experience at the school. “We often hear that we live in a bubble. Before I used to resent that comment, but now I see how not everyone lives like I do.” Many expressed the desire to be more aware of their decisions regarding waste and sustainability as they traveled back to the continental U.S. “I was inspired by 3T. We talk about ‘being green,’ but she lives it. I want to take that home with me.” Still others shared the desire to become more aware of their attitudes towards places and people who are different and stereotypes associated with them. “I never thought I judged people. But when I was in the minority, I realized that I didn’t like the feeling when I thought I was being stereotyped, and I found myself stereotyping others. By the end of the day, I was a little ashamed of myself when I realized that the kids at the high school were friendly and helpful, and just like kids anywhere else.”
Needless to say, the trip provided students with a comprehensive experience─giving them the opportunity to experience culture, political and natural history, language, and service, as well as many other facets that will reveal themselves as the students continue to grow. We were all blown away by the students, and we thank the Day School community─parents in particular─for giving us this wonderful opportunity to spend 10 incredible days learning and serving along with these students. Thank you!
